Dr. Sugrue’s research explores social, racial, and economic injustice within the public education and child welfare systems, with the goal of developing policy and practice changes that lead to meaningful individual and system-level transformation. Prior to receiving her doctorate degree, Dr. Sugrue spent 11 years as a licensed school social worker in the Twin Cities metro area.
EDUCATION
- B.A. Grinnell College
- M.S.W. University of Minnesota
- M.P.P. University of Minnesota
- Ph.D. University of Minnesota
PEER-REVIEWED PUBLICATIONS
Sugrue, E.P. (2018). A “bad fit” for “our” kids: Politics, identity, and power in parental discourse on educational programming and child well-being. Critical Discourse Studies.
Sugrue, E.P. (2017). The professional legitimation of early school social work: An historical analysis. School Social Work Journal, 42(1), 16-36.
Haight, W., Sugrue, E., Calhoun, M., & Black, J. (2017). Everyday coping with moral injury: The perspectives of professionals and parents involved with child protection services. Children and Youth Services Review, 82, 108-121.
Haight, W., Sugrue, E., Calhoun, M., & Black, J. (2017). “Basically, I look at it like combat”: Reflections on moral injury by parents involved with child protection services. Children and Youth Services Review, 82, 477-489.
Haight, W., Sugrue, E., & Calhoun, M. (2017). Moral injury among child protection professionals: Implications for the ethical treatment and retention of workers. Children and Youth Services Review, 82, 27-41.
Sugrue, E.P. & Lightfoot, E. (2017). Preschool policymaking by stealth: An alternative framework for the policy process. Journal of Policy Practice, 16(4), 332-350.
Haight, W., Sugrue, E., Calhoun, M., & Black, J. (2016). A scoping study of moral injury: Identifying directions for social work research. Children and Youth Services Review, 70, 190-200.
Sugrue, E.P., Zuel, T., Laliberte, T. (2016). The ecological context of chronic school absenteeism in the elementary grades. Children & Schools, 38(3), 137-145.